M(DSP)-8-6 In response to a teacher or student generated question or hypothesis....decides the most effective method to collect the data necessary to answer the question; collects, organizes, and appropriately displays the data; analyzes data to draw conclusions about the questions or hypothesis being tested while considering the limitations that could affect interpretations; and when appropriate make predictions; and askes new questions and makes connections to real world situations. -- Copied from www.ride.ri.gov
Objectives:
Write a procedure that demonstrates an understanding of lab procedures and effective scientific communication.
Collect and organize data in a table. (based on observations of phase change)
Prepare, annotate, interpret and analyze a line graph from empirical data.
Apply graph analysis to new situations. - Copied from www.ride.ri.gov
II. The Learning Environment
In order for students to get the most out of their learning experience they need to have a classroom with the proper environment to teach them in. In this particular class students will be grouped miscellaneously for lab work, which will allow the students with different strengths to contribute to the each groups’ success. Each student in the group will be assigned a role during their lab activity to ensure that all students are focused on their task, for example a timekeeper, recorder, thermometer reader, and an observer. Classroom norms should be well established so that all students contribute to a safe and productive learning environment, meaning that the teacher should go over all rules and regulations before starting the class to make sure every student is on the same page. Even though the students work together on each experiment the teacher is constantly going around to each group for any extra help that me be needed.
In this classroom it is a very open environment, with constant movement going on since it is a Lab classroom. The layout of the lab benches have plenty of room between them to make it easier for the teacher to stop by and check up on everyone or to make sure everyone is keeping up with their tasks. A lot of figurines, tables, charts, etc. are hung up on the walls to keep the students engaged in science. At the front of the room there is a big black board taking up the entire back wall for the teacher to use for demonstrations before each class experiment to ensure everyone understands before they begin. Since all the of students are working together in groups, it's usually a very loud classroom, there are constantly questions being asked to the teacher and to other students to get a better understanding.
III. The Learning Activities
For each group of 2-4 students
(1) 250 ml beaker
(1) Centigrade thermometer
(1) Stopwatch
(1) 50 ml sample of icy water
(1) Alcohol burner (or other type)
(1) Mesh stand
For each student
Student generated lab report including question, hypothesis, materials, procedure, data table, graph, results, conclusion, and application.
Graph paper
For the class
Overhead and transparencies of the data table and resulting graph
After the teacher has given the instructions for the days experiment each student will then get into their groups and collect their material that they will need. The students will then have to maneuver materials in the lab setting in order to make practical observations in the phase change. Then they will have the chance to translate their observations into a more abstract representation in the form of a graph. The students will be asked to make a connection between their actual observations and how those observations are represented in the graph. This will encourage the use of and connection between different learning styles. As students work in lab groups the teacher can differentiate the depth of questions directed at particular students based on their needs and ability to think more abstractly which will vary for each students.
The artifacts that were produced for this lesson were organized into a final lab report to demonstrate all the exercises and steps that the students had to produce in order to reach their final product. After recording each of their findings, each student had to put their information into the form of a graph to get a better visual of what the actual results looked like on paper. Even though the students worked in groups together, they all had to do their own separate graph to hand in for a grade.
IV. Assessment Strategies/Items
The students were assessed as the teacher walked around the class looking at the graphs. It helped to give her an idea on how the students are figuring out the problem, and who is getting lost. She checks to make sure they are using appropriate behavior, they are properly using the lab materials, and they are all participating in the group.
Students were also assessed when they handed in their lab reports, which were graded using a rubric. The rubric evaluates student's proficiency in the procedure, the data organization, graph construction, results statement, and reflections and conclusion.
The assessments results from this lesson can be used in the future to examine where throughout the lesson students struggled, so the teacher can try to create new ways to teach that material to make it easier for the students to understand. The results can also be used to help another teacher create a lesson based off this SBL plan.
V. Reflections
I felt that the way this classroom was set up worked well with how the teacher and students interact together. I liked that even though the students got to work in a group, in the end they still had to do their own graph, to insure each student was actually paying attention to the experiment. The teacher seemed engaged with the students questions and comments and seemed to take a real interest in them, wanting them to learn as much as they could which is what I liked best. - krazykt1218
Overall I felt that this lesson was successful in applying the math standard to the students. The students were able to apply previously learned skills; such as making a graph and then incorporate new skills; such as interpreting and analyzing that graph. The teacher was used more as a guide throughout the entire experiment and let the students apply terms and then figure out the reactions in their own words. She supplied very basic questions to get them thinking on the correct path, and then left it to the students to really analyze the core principles of the exercise. When asked "What would you change about this experiement?" the teacher responded that she would only really change the written format to make it more organized for the students. I believe if I were the teacher the only major thing I would change would be to have the students present their concluding information for the experiment in a form other than in their lab report. I think it is important for the students to share their results with their classmates and be able to explain how they ended up with differing results. - sweetsarah1686
Title: Graphing Energy Use During Phase Change
Authors:
1. Sarah Mentzer2. Kaitlyn Grimes
I. Standard Benchmark(s) and Learning Objective:
Standard:
M(DSP)-8-6 In response to a teacher or student generated question or hypothesis....decides the most effective method to collect the data necessary to answer the question; collects, organizes, and appropriately displays the data; analyzes data to draw conclusions about the questions or hypothesis being tested while considering the limitations that could affect interpretations; and when appropriate make predictions; and askes new questions and makes connections to real world situations. -- Copied from www.ride.ri.gov
Objectives:
II. The Learning Environment
In order for students to get the most out of their learning experience they need to have a classroom with the proper environment to teach them in. In this particular class students will be grouped miscellaneously for lab work, which will allow the students with different strengths to contribute to the each groups’ success. Each student in the group will be assigned a role during their lab activity to ensure that all students are focused on their task, for example a timekeeper, recorder, thermometer reader, and an observer. Classroom norms should be well established so that all students contribute to a safe and productive learning environment, meaning that the teacher should go over all rules and regulations before starting the class to make sure every student is on the same page. Even though the students work together on each experiment the teacher is constantly going around to each group for any extra help that me be needed.
In this classroom it is a very open environment, with constant movement going on since it is a Lab classroom. The layout of the lab benches have plenty of room between them to make it easier for the teacher to stop by and check up on everyone or to make sure everyone is keeping up with their tasks. A lot of figurines, tables, charts, etc. are hung up on the walls to keep the students engaged in science. At the front of the room there is a big black board taking up the entire back wall for the teacher to use for demonstrations before each class experiment to ensure everyone understands before they begin. Since all the of students are working together in groups, it's usually a very loud classroom, there are constantly questions being asked to the teacher and to other students to get a better understanding.
III. The Learning Activities
After the teacher has given the instructions for the days experiment each student will then get into their groups and collect their material that they will need. The students will then have to maneuver materials in the lab setting in order to make practical observations in the phase change. Then they will have the chance to translate their observations into a more abstract representation in the form of a graph. The students will be asked to make a connection between their actual observations and how those observations are represented in the graph. This will encourage the use of and connection between different learning styles. As students work in lab groups the teacher can differentiate the depth of questions directed at particular students based on their needs and ability to think more abstractly which will vary for each students.
The artifacts that were produced for this lesson were organized into a final lab report to demonstrate all the exercises and steps that the students had to produce in order to reach their final product. After recording each of their findings, each student had to put their information into the form of a graph to get a better visual of what the actual results looked like on paper. Even though the students worked in groups together, they all had to do their own separate graph to hand in for a grade.
IV. Assessment Strategies/Items
The students were assessed as the teacher walked around the class looking at the graphs. It helped to give her an idea on how the students are figuring out the problem, and who is getting lost. She checks to make sure they are using appropriate behavior, they are properly using the lab materials, and they are all participating in the group.
Students were also assessed when they handed in their lab reports, which were graded using a rubric. The rubric evaluates student's proficiency in the procedure, the data organization, graph construction, results statement, and reflections and conclusion.
The assessments results from this lesson can be used in the future to examine where throughout the lesson students struggled, so the teacher can try to create new ways to teach that material to make it easier for the students to understand. The results can also be used to help another teacher create a lesson based off this SBL plan.
V. Reflections
I felt that the way this classroom was set up worked well with how the teacher and students interact together. I liked that even though the students got to work in a group, in the end they still had to do their own graph, to insure each student was actually paying attention to the experiment. The teacher seemed engaged with the students questions and comments and seemed to take a real interest in them, wanting them to learn as much as they could which is what I liked best. -
Overall I felt that this lesson was successful in applying the math standard to the students. The students were able to apply previously learned skills; such as making a graph and then incorporate new skills; such as interpreting and analyzing that graph. The teacher was used more as a guide throughout the entire experiment and let the students apply terms and then figure out the reactions in their own words. She supplied very basic questions to get them thinking on the correct path, and then left it to the students to really analyze the core principles of the exercise. When asked "What would you change about this experiement?" the teacher responded that she would only really change the written format to make it more organized for the students. I believe if I were the teacher the only major thing I would change would be to have the students present their concluding information for the experiment in a form other than in their lab report. I think it is important for the students to share their results with their classmates and be able to explain how they ended up with differing results. -
SBLD EVAL KAITLYN SARAH